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NEW CURRICULUM 2014. “The most effective way to manage change is to create it.” Peter Ducker NEW CURRICULUM 2014.

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Presentation on theme: "NEW CURRICULUM 2014. “The most effective way to manage change is to create it.” Peter Ducker NEW CURRICULUM 2014."— Presentation transcript:


2 “The most effective way to manage change is to create it.” Peter Ducker NEW CURRICULUM 2014

3 In September 2014 the primary school curriculum is to get a radical shake-up. The main aim is to raise standards The Government believe that it has been designed to produce productive, creative and well educated students. It also follows on from similar curriculum revisions in England and Wales All maintained schools will have to follow the new curriculum but Academies and Free Schools are exempt

4 NEW CURRICULUM 2014 The new curriculum is intended to be more challenging The content is slimmer than the current curriculum It focuses on essential core subject knowledge and skills such as essay writing and computer programming

5 NEW CURRICULUM 2014 KEY FACTS ABOUT THE NEW CURRICULUM Schools are free to choose how they organise their school day, as long as the content of the National Curriculum programmes of study is taught to all pupils. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programmes of study. The new National Curriculum identifies what to teach but not how to teach. The new National Curriculum does not have levels of attainment, but expectations at each banding.

6 NEW CURRICULUM 2014 KEY FACTS ABOUT THE NEW CURRICULUM “Literacy” title has been replaced by ‘English’. ‘ICT’ title is replaced by ‘Computing’ No PSHE or RE contained within the Curriculum 2014 (but still to be taught). An Act of Daily Worship is expected in all schools.

7 NEW CURRICULUM 2014 KEY FACTS ABOUT THE NEW CURRICULUM In Maths there will be a greater emphasis on arithmetic, and the promotion of efficient written methods of long multiplication and division. There will also be a more demanding content in fractions, decimals and percentages. In Science there is a stronger focus on the importance of scientific knowledge and language and a greater emphasis on the core scientific concepts underpinning pupils’ understanding. For the first time primary aged children will learn about evolution and inheritance. The English programmes of study will embody higher standards of literacy. Pupils will be expected to develop a stronger command of the written and spoken word. Through the teaching of phonics pupils will be helped to read fluently.

8 NEW CURRICULUM 2014 KEY FACTS ABOUT THE NEW CURRICULUM The study of languages is compulsory in Key Stage 2. The current ICT curriculum is replaced with a new computing curriculum with a much greater emphasis on computational thinking and practical programming skills. It is essential to distinguish between the statutory National Curriculum and the whole school curriculum. All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. In other subjects and key stages there is a greater amount of time and flexibility for schools and teachers to design their curriculum and lessons by focusing only on the essential knowledge to be taught in each subject.

9 NEW CURRICULUM 2014 WHAT ARE THE MAIN CHANGES? The new curriculum has basically been divided across the three phases in primary schools i.e. Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. There are no specific times during each phase where topics have to be taught nor how long it should take. This is left to the discretion of individual schools and teachers as it is dependent on how quickly children grasp the specific area being taught. In terms of the content that now has to be taught there are also changes.

10 NEW CURRICULUM 2014 CHANGES IN ENGLISH – MISS JONES Literacy” will now be referred to as ‘English’. Key Stage 2 (KS2) is now set out two-yearly, but our English Scheme of Work (SoW) will still be set out yearly. The new curriculum specifies only what should be taught, not how it should be taught. It is more knowledge based; meaning its focus is on knowing facts-we will STILL be developing skills and understanding

11 NEW CURRICULUM 2014 CHANGES IN ENGLISH – MISS JONES KEY FACTS Spoken English (was called Speaking & Listening) Is not age-differentiated. The programme of study covers the whole of the primary age range. Drama (has been reinstated)-pupils are required to gain knowledge, skills and understanding associated with the artistic practice of drama. (1) Children are to be taught debating and presenting skills Handwriting (not currently assessed under the national curriculum). However… it is expected to be fluent, legible and speedy. (2) Pupils need to know when to use capital letters, ascenders descenders and when to join or not

12 NEW CURRICULUM 2014 CHANGES IN ENGLISH – MISS JONES READING Reading will be more heavily reliant on “word” level using: phonetic knowledge, learning contractions (I’ m, we’ll) building on spelling patterns by KS2 it’s all about applying this knowledge Comprehension KS1 understanding of different types of texts (poetry/fiction non-fiction) Reciting / discussion / taking turns within GGR Developing a wider range-quality text /vocab LKS2 emphasis on developing performance-understanding of intonation, tone volume, action Inference / retrieving / presenting UKS2 making recommendations and predictions / reciting by heart (poetry) / summarising use of language Challenging and justifying views (3)

13 NEW CURRICULUM 2014 CHANGES IN ENGLISH – MISS JONES WRITING With a stronger emphasis on vocabulary development, grammar, punctuation and spelling (3) There are more objectives covering the various stages in the writing process Emphasis on planning / drafting / evaluating and revising texts (4) Composition-checking writing makes sense / re-reading work / reading it aloud / editing and evaluating work (4) Stamina for writing by year - longer passages, detailed punctuation (5) Using the correct grammar (6) Joining clauses punctuating sentences (. C ! ?-now in year 1) Knowing capitals for pronoun “I”

14 NEW CURRICULUM 2014 CHANGES IN MATHEMATICS – MR DICKSON Five-year-olds will be expected to learn to count up to 100 (compared to 20 under the current curriculum) and learn number bonds to 20 (currently up to 10) Simple fractions (1/4 and 1/2) will be taught from KS1, and by the end of primary school, children should be able to convert decimal fractions to simple fractions (e.g. 0.375 = 3/8) By the age of nine, children will be expected to know times tables up to 12x12 (currently 10x10 by the end of primary school) Calculators will not be introduced until near the end of KS2, to encourage mental arithmetic

15 NEW CURRICULUM 2014 CHANGES IN SCIENCE – MISS SPINK Strong focus on scientific knowledge and language, rather than understanding the nature and methods of science in abstract terms Evolution will be taught in primary schools for the first time Non-core subjects like caring for animals will be replaced by topics like the human circulatory system




19 NEW CURRICULUM 2014 CHANGES IN DESIGN TECHNOLOGY Afforded greater importance under the new curriculum, setting children on the path to becoming the designers and engineers of the future More sophisticated use of design equipment such as electronics and robotics In KS2, children will learn about how key events and individuals in design and technology have shaped the world

20 NEW CURRICULUM 2014 CHANGES IN ICT… now called COMPUTING – MR MELEADY Computing replaces Information and Communication Technology (ICT), with a greater focus on programming rather than on operating programs From the age of five, children will learn to write and test simple programs and to organise, store and retrieve data From seven, they will be taught to understand computer networks, including the internet Internet safety – currently only taught from 11-16 (although already taught here) will be taught in primary schools

21 NEW CURRICULUM 2014 CHANGES IN HISTORY and GEOGRAPHY There is a greater emphasis on teaching historical and geographical facts and knowledge History is to be taught chronologically from the beginning of Key Stage 1

22 NEW CURRICULUM 2014 CHANGES IN LANGUAGE Currently this is not statutory A modern foreign language or ancient language (Latin or Greek) will be mandatory in KS2 Children will be expected to master basic grammar and accurate pronunciation and to converse, present, read and write in the language

23 NEW CURRICULUM 2014 SATS TESTS The Department for Education is currently in the process of reforming KS2 tests, but details have not yet been published. End of Key Stage 1 testing (at Year 2) has been left much as it was with external tests that are internally marked and moderated but with the addition of a new Grammar, Spelling and Punctuation Test. There has, as yet, been no specific mention of whether the Year 1 Phonics Test will remain. There will be some form of assessment either when children first join the school in Early Years Foundation Stage (EYFS) or at the end of the first year but this has not yet been decided. This is being changed so that the DfE has some way of measuring progress of children from the start of their primary education to the end.

24 NEW CURRICULUM 2014 SATS TESTS Depending on your child’s year group in September 2014 their progress will be calculated based on any testing or assessments that they have already had. It will not be until 2022 that the whole school will be being assessed in the same way.


26 NEW CURRICULUM 2014 INTERNAL TESTING IN SCHOOL At present state schools must use a standard system of assessing and reporting pupil's attainment and progress in all year groups but this is being scrapped too. Consequently, National Curriculum Levels e.g Level 2, Level 4b etc. will cease to exist. There has been no nationally agreed new system. Therefore, at this point in time, schools will be able to choose their own arrangements, although they will still have to track progress and attainemt and report it to parents

27 NEW CURRICULUM 2014 WHAT CHANGES ARE BEING MADE AT ORSETT? As we are a state maintained school it is expected that we will implement the new curriculum. Therefore, all staff have been working on considering how we can incorporate the changes to the curriculum without losing what we know already works. To that end, staff have attended national and local training so that we all had a clear understanding of the requirements for September 2014. We have used our INSET training days and staff meetings to look at our existing Schemes of Work and are in the process of adapting these to include the new requirements so that we fulfil our statutory obligations.

28 NEW CURRICULUM 2014 WHAT CHANGES ARE BEING MADE AT ORSETT? Our Mathematics and English Schemes of Work are already ‘fast-tracked’ and included a large proportion of Year 7 curriculum. This has meant that many of the changes were already in our curriculum. However, in some cases there were areas that now do not need to be taught (particularly in Maths) but we have decided that we will keep these in and also maintain a high focus on giving the children the opportunities to use and apply their knowledge as this will ensure that our children continue to work at a level that is above national expectations. In all subjects we have also included elements of the new Year 7 National Curriculum so that we continue to fast track our children.

29 NEW CURRICULUM 2014 WHAT CHANGES ARE BEING MADE AT ORSETT? The new curriculum is in many cases far more knowledge based whereas here we tend to focus on teaching skills through Learning @ Orsett Through Skills (LOTS) We believe that LOTS not only does this teach our children skills that can be transferred to other situations but also it ensures that what they learn is both relevant and meaningful to them therefore ensuring that the enjoy their learning. Consequently we have decided that we will continue with LOTS, linking the skills wherever possible to the new curriculum requirements. Where these do not naturally link, or where specific knowledge needs to be taught we will teach lesson that focus on that specific area e.g., teaching some aspects of Science separately from LOTS is necessary.

30 NEW CURRICULUM 2014 HOW MIGHT WE ASSESS OUR CHILDREN’S ATTAINMENT AND PROGRESS? At Orsett the tracking of every child’s progress is ongoing both in lessons and through teacher assessments and testing. For the most part this will not change as we need to assess what our children understand in order to plan our lessons.

31 NEW CURRICULUM 2014 HOW MIGHT WE ASSESS OUR CHILDREN’S ATTAINMENT AND PROGRESS? The way in which Teacher Assessments and tests are carried out will definitely need to change with the removal of Levels. At the moment when we undertake Teacher Assessments we use APP Grids (Assessing Pupil Progress) which subdivides the knowledge and skills learnt into levels. We will continue to Teacher Assess but will assess against the areas that have to be taught across a Phase e.g. Key Stage 1, Lower Key Stage 2, Upper Key Stage 2.

32 NEW CURRICULUM 2014 HOW MIGHT WE ASSESS OUR CHILDREN’S ATTAINMENT AND PROGRESS? With regards to testing we will not be able to use any of our current tests in maths or reading as these were developed for the ‘old’ curriculum and will not include the relevant areas that have been taught for testing. At this point in time we are waiting for further information on what Key Stage 2 SATs will look like as we would prefer to use similar tests if possible (although this will be costly). While we make this decision it is likely that we will undertake additional Teacher Assessments which will be moderated for accuracy.

33 NEW CURRICULUM 2014 HOW MIGHT WE ASSESS OUR CHILDREN’S ATTAINMENT AND PROGRESS? All data that comes from either testing or Teacher Assessments is then analysed This is how we can then report your child’s current level and progress to you. We currently use Target Tracker to support us with this and they are developing a system which we hope will be ready in September. The Local Authority (LA) are keen for all the schools to have the same way of assessing so that parents understand the difference between schools and so that the LA can compare the standards and attainment across schools.

34 NEW CURRICULUM 2014 HOW MIGHT WE ASSESS OUR CHILDREN’S ATTAINMENT AND PROGRESS? We have been part of an LA Working Party to consider possible options and it is likely that many schools will use Target Tracker as their assessment analysis tool. We certainly will be considering it as we are very familiar with how to use it already. As yet we have no information as to how attainment will be reported. It is likely to be along the lines of a statement as to whether a child is either: Beginning working at the level of a specific year/phase with a lot of support to do so Withinworking at the level of a specific year/phase with some support Secureworking at the level of a specific year/phase with very little support

35 NEW CURRICULUM 2014 AND FINALLY…. Obviously this is a time of change for children, teachers and parents. It is not the first time (nor likely to be the last) that the curriculum has been radically changed. As we go through next year we will keep you updated so that as parents you have a clear picture of what, when and how your child will learn. As with all changes there are positive and less positive things about it. As a school we have decided that we will focus on ensuring that we incorporate the changes in such a way that our children will continue to thrive and progress not only academically but spiritually, morally and socially too. For us at Orsett if we ensure that our children remain at the heart of all we do and take on the challenge of change rather than be anxious about it I am sure that by September 2015 (after one year of the new curriculum) it will feel as if we have always taught this way.


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